III. Find English equivalents of those expressions in the text:

• бути набагато більш точним;

• головним чином релігійне спрямування на розуміння;

• свідчити про особливий зріст;

• науковий взаємний обмін;

• порушувати розмежування між письменними та неписьменними народами;

• дипломатична місія;

• політичне та економічне занурення в регіон;

• усвідомлення існування близьких зв’язків;

• прославляти відносну релігійну терпимість;

• економічні міркування;

• країни з імперськими інтересами в регіоні;

• шкідливий расизм та релігійна самовпевненість

IV. Look through these words and expressions and provide their Ukrainian equivalents:

• to capture in images;

• to participate on equal terms;

• a defined polarity;

• a repeatedly-surfacing theme;

• the wildly fictionalized travels and legends;

• to have strategic implications;

• to lead to extended diplomatic contacts;

• to initiate a training programme;

• to characterize aspects of the pagan East as superior to the Christian West;

• racist attitudes and stereotypes;

• to emerge more complex intellectual connections;

• the relative failure of progress

V. Give the synonyms to the underlined words:

• naive fascination;

• to crystallize;

• institutional distinction;

• to establish a sharp opposition;

• primarily a religious focus on understanding;

• a wish to understand;

• sporadically;

• vague knowledge;

• a political dimension;

• distinguished scholars;

• a great increase in knowledge;

• biological sciences tended to contribute;

• to bring about

VI. Give the antonyms to the underlined words:

• a wider study of cultures and history;

• imprecise knowledge;

• substantial direct trade;

• to denigrate as static and corrupt;

• the rise of Islam;

• to establish a sharp opposition;

• sporadically;

• to praise the relative religious tolerance;

• "inscrutable" and "wily";

• a global adversary

VII. Explain the meaning of the following words and word combinations in your own words:

• to make a distinction;

• democracy;

• monarchy;

• substantial direct Roman trade with India;

• European Christendom;

• the "alien" enemies;

• extant civilizations;

• luxury goods;

• the eruption of the Mongol Empire;

• to pioneer;

• the high social status of scholarship;

• to denigrate;

• identity politics

VIII. Contradict the following statements:

• European study of the region had primarily philosophical origins, which has remained an important motivation until recent times.

• Asian studies is the history of ideas of the West.

• The classical world had imprecise knowledge of their Ancient Persian neighbors, but very intimate knowledge of most of the world further East.

• There was substantial direct Roman trade with China in the Imperial period.

• Popular medieval European knowledge of cultures farther to the East was intimate because of strictly accurate accounts of European traveler.

• Scholarly work was very largely scientific in nature, with a linguistic focus on understanding Greek and Arabic works on medicine, philosophy and science during Middle Ages.

• The Crusades were the first to produce good deal in the way of scholarly interchange.

• University Oriental studies became systematic during the Age of Enlightenment, with the political dimension continuing to dominate.

• Study of the Far East was pioneered by distinguished scientists.

• Diderot and Voltaire stressed the low social status of scholarship in Mandarin China.

• The rise of Islam was generally regarded in Europe as a major factor in the relative failure of progress of Eastern societies.

• In the mid-19^th century scholastic study expanded into racist attitudes and stereotypes of "inscrutable", "wily" Orientals.